The pedagogical focus of our school has undergone a shift in recent years. As a result of our participation in the Leading Schools Fund, and subsequently the involvement in of a "Coalition" of schools, we have now been granted DEECD funding as part of a "regeneration" project within our school region. Our philosophical and pedagogical direction has been informed by DEECD Research and Development, as well as by other relevant research. The department link to the "e5 instructional model" is also included, as implementation will be informed by the Action Research.
Take a look at some of the DEECD publications which have formed the basis of our change in direction, which is the subject of some of the "resistance" at the center of this Action Research Project. Click on the GREEN ARROW to link to full text. "Personalising Education : From Research to policy and practice" Office for Education Policy and Innovation – Paper 11, September 2007 “Personalisation in education has been discussed in research and policy papers for about ten years. Personalised learning, as a concept, was used first in the United States and wassubsequently expanded and deepened through work in the United Kingdom as it became embedded in a wider argument for the reform of all public services. This reform aimed to create services that responded more directly to the diverse needs of individuals rather than imposing uniform solutions on all people.” Personalising Education
"Understanding Year 9 Students" - Papers A & B, plus Forum Report" Office for Policy, Research and Innovation - 2006 - 2009 “The Blueprint for Early Childhood Development and School Reform (Department of Education and Early Childhood Development 2008) reflects the need for a stronger and more consistent focus on wellbeing, learning, health and development. The forum demonstrated that teachers and schools are already aware of the need to plan strategies which improve outcomes in the areas of both academic achievement and health and wellbeing.” Year 9 Students Part A Year 9 Students Part B Year 9 Students Forum
"Signposts: Research points to howVictorian government schools have improved student performance" Office for Policy, Research and Innovation - May 2009 "Data from Victorian government schools show that many of them display year by year improvement on a range of indicators, including student outcomes. Some of these schools achieve this in spite of factors such as the low socio-economic status of many of their students, which is often related to lower performance.However, there are many schools in Victoria that have demonstrated great success in improving student outcomes, despite challenging circumstances. This publication is based on field research into the behaviours exhibited by selected Victorian schools that have shown gains in student achievement over a sustained period." //Signposts//
"Value-Added Measures for School Improvement"
Office for Policy, Research and Innovation - September 2007 'Value-added approaches aim to provide a clearer indication of the contribution a school makes to the progress of its students by adjusting for the impact of non-school influences on student performance. There is a wide range of approaches to value-added measurement, reflecting differing views on the intention of the measures, how they should be used and which student characteristics should be adjusted for. Consideration of a value-added approach in Victoria requires active engagement with the education stakeholders who would be interpreting and using the resulting measures." //Value-Added Measures//
LINKS TO DEECD RESEARCH AND DEVELOPMENT:
The pedagogical focus of our school has undergone a shift in recent years. As a result of our participation in the Leading Schools Fund, and subsequently the involvement in of a "Coalition" of schools, we have now been granted DEECD funding as part of a "regeneration" project within our school region. Our philosophical and pedagogical direction has been informed by DEECD Research and Development, as well as by other relevant research. The department link to the "e5 instructional model" is also included, as implementation will be informed by the Action Research.
Take a look at some of the DEECD publications which have formed the basis of our change in direction, which is the subject of some of the "resistance" at the center of this Action Research Project. Click on the GREEN ARROW to link to full text.
"Personalising Education : From Research to policy and practice"
Office for Education Policy and Innovation – Paper 11, September 2007
“Personalisation in education has been discussed in research and policy papers for about ten years. Personalised learning, as a concept, was used first in the United States and wassubsequently expanded and deepened through work in the United Kingdom as it became embedded in a wider argument for the reform of all public services. This reform aimed to create services that responded more directly to the diverse needs of individuals rather than imposing uniform solutions on all people.”
Personalising Education
"Understanding Year 9 Students" - Papers A & B, plus Forum Report"
Office for Policy, Research and Innovation - 2006 - 2009
“The Blueprint for Early Childhood Development and School Reform (Department of Education and Early Childhood Development 2008) reflects the need for a stronger and more consistent focus on wellbeing, learning, health and development. The forum demonstrated that teachers and schools are already aware of the need to plan strategies which improve outcomes in the areas of both academic achievement and health and wellbeing.”
Year 9 Students Part A
Year 9 Students Part B
Year 9 Students Forum
"Signposts: Research points to howVictorian government schools have improved student performance"
Office for Policy, Research and Innovation - May 2009
"Data from Victorian government schools show that many of them display year by year improvement on a range of indicators, including student outcomes. Some of these schools achieve this in spite of factors such as the low socio-economic status of many of their students, which is often related to lower performance. However, there are many schools in Victoria that have demonstrated great success in improving student outcomes, despite challenging circumstances. This publication is based on field research into the behaviours exhibited by selected Victorian schools that have shown gains in student achievement over a sustained period."
//Signposts//
"Value-Added Measures for School Improvement"
Office for Policy, Research and Innovation - September 2007
'Value-added approaches aim to provide a clearer indication of the contribution a school makes to the progress of its students by adjusting for the impact of non-school influences on student performance. There is a wide range of approaches to value-added measurement, reflecting differing views on the intention of the measures, how they should be used and which student characteristics should be adjusted for. Consideration of a value-added approach in Victoria requires active engagement with the education stakeholders who would be interpreting and using the resulting measures."
//Value-Added Measures//
//e5 Instructional Model//